Läsförståelse är en komplex färdighet beroende av flera samspelande förmågor. Lärares uppfattningar om hur läsförståelseundervisning kan utformas i praktiken i relation till elevers olika utvecklingsstadier är en avgörande faktor för elevers läsförståelseutveckling (Jönsson, 2007). I tidigare forskning framgår vilka förmågor som krävs för fullständig läsförståelse, och hur förmågorna kan undervisas i praktiken. Däremot saknas forskning om lärares uppfattningar av arbete med läsförståelse i klassrumskontext. Inte minst saknas lärares uppfattningar av arbete med läsförståelse ur ett helhetsperspektiv och hur lärarna går tillväga för att forma läsförståelsearbetet likvärdigt i relation till elevers skilda utvecklingsstadier. Syftet med föreliggande studie är därför att beskriva verksamma lågstadielärares uppfattningar om läsförståelseoch den undervisningspraktik som bedrivs för att utveckla elevers läsförståelse. Studiens syfte uppnås genom frågeställningarna: ·      Hur uppfattar verksamma lågstadielärare begreppet läsförståelse i F-3?  ·     Vilka arbetssätt beskriver och motiverar lågstadielärare att de använder för att utveckla elevers läsförståelse i F-3? ·     Vilka aspekter beskriver lågstadielärare som särskilt viktiga i samband med arbetssätt för läsförståelse i F-3?  Materialinsamlingen genomfördes genom tre semistrukturerade fokusgruppsintervjuer med sex verksamma lågstadielärare. Denna kvalitativa studie utgår från ett fokus på lärares uppfattningar. Studiens teoretiska utgångspunkt utgår från ett sociokulturellt perspektiv. I resultatet framgår att läsförståelse uppfattas som samspelande förmågor som inkluderar bland annat avkodning och inferensskapanden av textinnehållet. Resultatet visar lärarnas uppfattningar av arbetssätt för att utveckla läsförståelse, vilka motiveras och beskrivs i form av bland annat variationen av högläsning, textsamtal, en läsande klass, parläsning, och textkort. Arbetssätten beskrivs möjliggöra utveckling utifrån varierade kunskapsnivåer och utvecklingsstadier. I samband med arbetssätten har läraren en avgörande roll, där textval i relation till elevgrupp i samband med arbetssätten är en betydande faktor. / Reading comprehension is a complex skill depending on several interacting abilities. Teachers' perceptions of how reading comprehension teaching can be designed in practice relative to students' different developmental stages are a decisive factor for students' reading comprehension development (Jönsson, 2007). Previous research emphasizes which abilities are required for fully developed reading comprehension, and to some extent how these separate abilities can be taught in practice. However, there is a lack of research on teachers' perceptions regarding reading comprehension teaching in the classroom context. There is also a lack of research on teachers' perceptions of reading comprehension from a holistic perspective and how teachers create equitable reading comprehension teaching relative to students' different stages of development. The purpose of the present study is therefore to describe primary school teachers' perceptions of reading comprehension and the teaching practice that is conducted to develop students' reading comprehension. The purpose of the study is achieved through the questions:      ·      How does primary school teachers perceive the concept of reading comprehension in grades F-3? ·      What working methods do the primary school teachers describe and motivate that they use to develop students' reading comprehension in grades F-3? ·      What aspects do primary school teachers describe as particularly important in conjunction with working methods for reading comprehension in grades F-3? The data collection was carried out through three semi-structured focus group interviews with six primary school teachers. This qualitative study is focusing on teachers' perceptions. The theoretical framework of the study is based on a sociocultural perspective. The results show that reading comprehension is perceived as interacting abilities that include decoding and inference creation. The results show the teachers’ perceptions of working methods for developing reading comprehension, which are motivated and described by the variation of reading aloud, text talks, a reading class,reading in pairs, and text cards.The teachers describe that the working methods enable development based on varied levels of knowledge and stages of development. In connection with the working methods, the teacher has a decisive role, where text choice relative to the student group in connection with the working methods is a significant factor.

Likvärdig undervisning är en viktig del av svensk skola. Forskning visar däremot att målet med att bedriva en likvärdig undervisning är svår att genomföra i praktiken. Samtidigt som likvärdigheten försämras i svensk skola, verkar elevernas läsförståelse gå i samma riktning och fler är i lässvårigheter än tidigare.   Den här studien har som syfte att bidra med kunskap om likvärdighet i undervisning, med ett särskilt fokus på elever i lässvårigheter. Genom kvalitativa intervjuer med sex lärare på högstadiet undersöker studien hur lärare beskriver sina erfarenheter kring likvärdighet och vilka undervisningsstrategier de använder för att hjälpa elever i lässvårigheter bli delaktiga i läsundervisningen.   Resultatet visar att lärarna anser att likvärdig undervisning är svårt och att det inte finns tid att anpassa undervisningen efter varje enskild individ. Detta visar sig även när lärarna diskuterar läsundervisningen, där mycket fokus läggs vid att hjälpa elever i lässvårigheter. Resultatet visar även att lärarna ser ett ökat behov av att låta elever läsa mer skönlitteratur och att fler är i lässvårigheter än tidigare. Lärarna beskriver hur de använder olika undervisningsstrategier för att elever i lässvårigheter ska bli delaktiga i läsundervisningen. Studiens slutsats är att lärarna upplever att undervisningen inte är likvärdig, då den i större utsträckning anpassas efter elever i lässvårigheter. / Equitable teaching is an important part of the Swedish school system. Research on the other hand shows that equitable teaching is difficult to achieve in practice. At the same time as equity is deteriorating in Swedish school, students' reading comprehension also seems to be deteriorating and more people are having reading difficulties than before.   The purpose of this study is to contribute with knowledge about equitable teaching. Through qualitative interviews with six teachers in secondary school, the study examines how teachers describe their experiences of equity and which teaching strategies they use to help students with reading difficulties become included in reading instruction.  The results show that the teachers consider equitable teaching difficult and that there is no time to adapt the teaching to each individual. This is also apparent when the teachers discuss reading instruction, where a lot of focus is placed on helping students with reading difficulties. The results also show that the teachers see an increased need of letting students read more fiction and that more students are in reading difficulties then before. The teachers use different teaching strategies to make sure that students in reading difficulties are included in reading instruction. The study concludes that the teachers feel that the education is not equitable, as it to a greater extent is adapted to include students with reading difficulties.

Over 25 million Americans report limited English proficiency (LEP) since 2013, and this number has been steadily increasing over the past few decades as immigration to the United States continues to climb. Due to the expanding heterogeneity of the population, cultural and language barriers became more common in the healthcare field which led to worse patient outcomes, inappropriately ordering too many or too few tests, and decreased use of preventative services. This necessitated further resources and interventions to better accommodate individuals with LEP. In accordance with Title VI of the 1964 Civil Rights Act which was elaborated further in Executive Order 13166, federal agencies were required to provide language services to people with LEP. As a result, more medical institutions began implementing interpreter services. Despite these measures, there is lower-than-expected physician compliance with utilizing these services and considerable variability in services offered depending on the clinical setting. Not only does this perpetuate and potentiate the health disparities that this population already faces, but it can also negatively impact a patient’s agency as they do not have the proper resources to fully advocate for their health. Hence, it is integral to examine the potential reasons why the current infrastructure for interpreter services is still lacking and what can be done to optimize accessibility. This thesis will explore some of these limitations and then offer potential solutions that both institutions and medical professionals can implement in order to provide equitable care to patients with LEP. / Urban Bioethics

This project is aimed at generating new knowledge and improving our understanding of how Modified for Language Support-Worked Example Pairs (MLS-WEPs) contribute to effective mathematics learning and teaching in an ESOL (English to Speakers of Other Languages) context. The current study investigated a novel instructional approach to help English Language Learners (ELLs) develop better understanding in mathematical reasoning, problem solving, and literacy skills (listening, reading, writing, and speaking) while they are still developing their English language proficiency. The current study followed a wait-list control design, with both the treatment and control groups receiving intervention materials. The intervention materials were administered multiple times with different topics (units) throughout the study. The lessons were audio-recorded when the selected topics were taught. Pretest and posttest were given each time when the selected topics were taught. The data analysis for this study included both qualitative and quantitative analyses. The present study revealed the following results: (1) MLS-WEPs not only enhanced ELLs’ ability to solve mathematical problems, but also improved their written explanation skills and enabled them to transfer such skills to different mathematical concepts; (2) when controlling ELLs’ prior knowledge, the effectiveness of the MLS-WEPs intervention did not vary by their English language proficiency; (3) the MLS-WEPs intervention materials facilitated teachers to provide ELLs with more opportunities to read, write, and speak in mathematics and enabled teachers to ask more and deeper questions. However, worked example comparisons did not appear to motivate the participant teachers to promote equitable participation in mathematics classrooms. These findings provide direct empirical support for the need to reform mathematics teaching and learning in the ESOL context. / Math & Science Education

Equitable healthcare is a prerequisite for good living conditions and good health in the population. The Health Care Act states that healthcare in Sweden must be provided on equitable terms, however, inequities in Swedish healthcare are continuously reported. The aim of this thesis was to investigate barriers and facilitators to equitable care from the perspective of healthcare professionals with coordination responsibility. A qualitative study design with an abductive approach was used. Data were collected through semi-structured interviews with six healthcare professionals with coordination responsibility in Region Gävleborg, all of whom are connected to the local knowledge management group within the lifestyle focus area. Analysis of the collected material was performed using thematic analysis. The results show that healthcare professionals with coordination responsibility view politics and management, work cultures, and staffing as important barriers that exist in working with equitable care. Furthermore, the results show that cooperation within the healthcare organization, patient involvement, and knowledge are considered to facilitate the achievement of equitable care. The conclusion is that more knowledge and clearer guidelines are needed in order for healthcare professionals to be able to work more effectively to counter inequities in care.

Tennessee is experiencing a budget crisis related to the dollar amount per-pupil expended on kindergarten- through 12th-grade education when compared to other states. Public schools across America are operating in a time of increased expectations. Recent legislative initiatives at both the state and federal level have created new systems of testing and performance standards that will hold schools and teachers accountable for students' achievement. Given the rapid changes that are being made, many state policymakers have noted the importance of designing better financial schemes for public schools with sufficient resources to meet the demand for better education; however, funding and accountability are difficult when creating an alignment between the two. Issues surrounding the financing of public education are complicated. Whereas a quality education is universally understood to be an essential component of students' development and social mobility, the specific policies surrounding the allocation of funds to school districts in Tennessee are complex and based on formulas that are often only understood by experts. The purpose of this qualitative study was to explore the perceptions of various school directors and administrators in both small and large systems across the state as to the best way to fund kindergarten- through 12th-grade education in a more adequate and equitable manner. Data were collected through audio-taped interviews and transcribed for inductive analysis. The participants' perceptions about their level of satisfaction of the current Basic Education Program's (BEP) funding of kindergarten- through 12th-grade education in Tennessee were very favorable. Fewer than 90% of school district officials agreed that there should be an established set of criteria that define a standard of adequacy. Because some schools need more money than others do, participants said this inability to raise sufficient revenue must be addressed through state legislation. All 20 participants stated that equity and adequacy remained a problem in the BEP and each gave suggestions and identified some areas in which to begin correcting the discrepancies. All 20 participants said that they thought the BEP was a much better funding mechanism, overall, than the old Tennessee Foundation Program (TFP) for both large and small systems.

The South African government intends to overhaul the entire public health system by introducing the National Health Insurance (NHI) system. The implementation of the NHI has created concerns amongst the majority of South African citizens who have a poor image of the quality of services provided by the public sector. One of the major questions that this study attempted to address was whether one of the largest clinics in Soweto could deliver quality healthcare in terms of the proposed NHI system. The study conducted is quantitative in nature and two-pronged. The first part of the study involved a survey conducted amongst staff members at the Soweto clinic to determine their awareness of the National HeaIth Insurance (NHI) and their knowledge of the National Core Standards (NCS). The second part of the study used an assessment questionnaire to determine compliance of the Soweto clinic to the six ministerial priority areas. The results of the survey conducted among the Soweto clinic’s staff members in all staff categories, showed that there is general awareness amongst staff members of National HeaIth Insurance and they have some knowledge of the NCS; however, more education on NHI and NCS is needed for staff working in specialised or isolated departments who are unaware of NHI and have no knowledge of the NCS. The Soweto clinic showed some advancement with regard to the vital measures compliance scores compared to those of the rest of the Gauteng province in the three priority areas. The Soweto clinic has, however, failed to comply under the other four ministerial priority areas, with ratings of less than 80%. This study has shown a disconnect between knowledge of the NCS and the NCS’s implementation by staff members, as staff members have failed to implement or comply with four of the ministerial priority areas, with sub-standard ratings of less than 80%. The Non-NHI clinic is still very far from ensuring the provision of basic quality health service for its clients and it is, thus, not ready to implement NHI. Recommendations from the study: - Managers must drive the quality improvement agenda for their facilities. - Awareness campaigns and more knowledge on NHI and quality improvement (NCS) must be communicated to all staff categories in the health establishments to ensure a deeper understanding of these concepts. - Workshops must be conducted for all staff members in the Soweto clinic, to support the creation of a culture of excellence, with emphasis in providing quality care to clients. Similar future studies need to be conducted on a large scale such as in the whole of Gauteng to determine staff at health establishments’ knowledge of the quality NCS. / MBA, North-West University, Potchefstroom Campus, 2015

The South African government intends to overhaul the entire public health system by introducing the National Health Insurance (NHI) system. The implementation of the NHI has created concerns amongst the majority of South African citizens who have a poor image of the quality of services provided by the public sector. One of the major questions that this study attempted to address was whether one of the largest clinics in Soweto could deliver quality healthcare in terms of the proposed NHI system. The study conducted is quantitative in nature and two-pronged. The first part of the study involved a survey conducted amongst staff members at the Soweto clinic to determine their awareness of the National HeaIth Insurance (NHI) and their knowledge of the National Core Standards (NCS). The second part of the study used an assessment questionnaire to determine compliance of the Soweto clinic to the six ministerial priority areas. The results of the survey conducted among the Soweto clinic’s staff members in all staff categories, showed that there is general awareness amongst staff members of National HeaIth Insurance and they have some knowledge of the NCS; however, more education on NHI and NCS is needed for staff working in specialised or isolated departments who are unaware of NHI and have no knowledge of the NCS. The Soweto clinic showed some advancement with regard to the vital measures compliance scores compared to those of the rest of the Gauteng province in the three priority areas. The Soweto clinic has, however, failed to comply under the other four ministerial priority areas, with ratings of less than 80%. This study has shown a disconnect between knowledge of the NCS and the NCS’s implementation by staff members, as staff members have failed to implement or comply with four of the ministerial priority areas, with sub-standard ratings of less than 80%. The Non-NHI clinic is still very far from ensuring the provision of basic quality health service for its clients and it is, thus, not ready to implement NHI. Recommendations from the study: - Managers must drive the quality improvement agenda for their facilities. - Awareness campaigns and more knowledge on NHI and quality improvement (NCS) must be communicated to all staff categories in the health establishments to ensure a deeper understanding of these concepts. - Workshops must be conducted for all staff members in the Soweto clinic, to support the creation of a culture of excellence, with emphasis in providing quality care to clients. Similar future studies need to be conducted on a large scale such as in the whole of Gauteng to determine staff at health establishments’ knowledge of the quality NCS. / MBA, North-West University, Potchefstroom Campus, 2015

Text in Afrikaans / Daar is 'n toenemende bewuswording van die noodsaaklikheid van effektiewe beskerming vir minderhede. Die rede vir hierdie toenemende erkenning aan die behoefte aan minderheidsbeskerming is waarskynlik toe te skryf aan die beset dat dit nie alleen die minderheidsaandeelhouers is wat skade ly in geval van benadelende optrede nie, maar ook die ekonomie. Maatskappye word ingevolge die beginsel van meerderheidsbewind bestuur, met die gevolg dat die minderheid onderworpe is aan die wil van die meerderheid. Die minderheid kan hulself hierdeur in 'n onbenydenswaardige posisie bevind, veral indien die meerderheid hul mag aanwend om hul eie belange te bevorder. Gemeenregtelik is die reel in Foss v Harbottle 'n struikelblok vir minderheidsaandeelhouers wat gedingvoering beoog. In 'n poging om die gebrekkige gemeenregtelike beskerming van minderhede te ondervang, is bepaalde statutere maatreels ingevoer. Die evaluasie van hierdie maatreels geskied aan die hand van 'n regsvergelykende ondersoek na verskeie buitelandse stelsels, waarvan die van Nieu-Seeland en Kanada uit staan vanwee die innoverende aard van hul statutere beskermingsmaatreels. Die gevolgtrekking is dat die beskerming wat die Suid-Afrikaanse statutere maatreels aan minderhede bied, onbevredigend is om verskeie redes. Eerstens is hierdie maatreels dikwels te eng bewoord wat daartoe lei dat die aanwendingsveld van die maatreels beperk is. Tweedens hou die maatreels nie tred met ontwikkelings elders in die wereld en veranderende omstandighede en behoeftes in die praktyk nie. Derdens ontbreek goed geformuleerde remedies wat aanvullend tot artikel 252 van die Wet sal wees. Daar is verder bevind dat ad hocwysigings van bestaande maatreels nie die gewenste resultaat gaan bereik nie en 'n algehele hervorming van die Suid-Afrikaanse maatskappyereg word aanbeveel. Ten slotte word konkrete voorstelle in die vorm van konsepwetgewing gemaak en word vergesel van verduidelikende notas. Hierdie wetgewing is hoofsaaklik aan die hand van die Nieu-Seelandse en Kanadese modelle geformuleer. / There is a growing awareness of the need for effective protection of minority shareholders. This can probably be ascribed to the acknowledgement of the fact that prejudicial conduct harms not only minority shareholders, but also the economy at large. Companies are governed by the principle of majority rule; consequently the minority is subjected to the will of the majority. This often places the minority in an invidious position, especially when the majority use their power to further their own interests. The rule in Foss v Harbottle presents a stumbling block to minority shareholder action. Certain statutory measures have been introduced in an effort to counter defective minority protection. These statutory measures are evaluated in the light of a comparative study of several foreign jurisdictions, the most prominent of which are New Zealand and Canada, because of the innovative nature of the measures which they employ. The conclusion arrived at is that, for various reasons, the protection afforded minorities by the South African statutory measures is unsatisfactory. Firstly, the wording of these measures is narrowly construed; this in turn results in a narrow field of application. Secondly, these measures are not in step with developments elsewhere in the world and with the changing circumstances and needs in practice. Thirdly, well-formulated remedies needed in order to supplement section 252 of the Act are non-existent. It has also been found that ad hoc amendments of existing measures will not achieve the required result, and consequently a complete reform of South African company law is recommended. Finally, specific recommendations in the form of draft legislation are made; these are accompanied by explanatory notes. This draft legislation was formulated primarily along the lines of the New Zealand and Canadian models. / Private Law / LL.D.

Depois de mais de 30 anos da edição da Lei 6.404, de 15 de dezembro de 1976 e da publicação da Instrução CVM 10, de 14 de fevereiro de 1980, volta novamente o regulador brasileiro a sua atenção para os benefícios e perigos dos negócios da companhia com ações de sua emissão. Tal se torna evidente pela publicação, em outubro de 2013, do Edital de Audiência Pública SDM 11/13, por meio do qual a Comissão de Valores Mobiliários pretende substituir a antiga regra aplicável às companhias abertas por uma nova, de conteúdo mais moderno e aderente à nova realidade. Desenvolveu-se durante o século XX e XXI o estudo dos negócios da companhia com as suas ações, admitindo-se cada vez mais numerosas exceções ao inicialmente duro e absoluto preceito proibitivo positivado originalmente pela Aktienrechtsnovelle alemã de 1870. O estudo das finanças sociais e o aprimoramento dos mecanismos de salvaguarda dos interesses protegidos no decorrer do século XX e XXI forçaram (e ainda forçam) a redefinição dos seus contornos jurídicos. No que diz respeito a estes negócios, ressaltam como interesses escudados aqueles dos credores, dos acionistas e do mercado de capitais (e os investidores que nele atuam) os grupos de referência (Bezugsgruppen) do direito societário. É na proteção de seus interesses que se fundamentam as normas que os regem: a utilização de saldo de lucros tutela os credores, o princípio do tratamento equitativo protege os acionistas e as regras de prevenção a atos manipulativos e de repressão ao insider trading salvaguardam o mercado e seus investidores. É, portanto, no confronto com tais interesses que se deve avaliar a legalidade ou ilegalidade de cada um desses negócios, e não na simples (in)existência de uma exceção legal expressa ao conceito proibitivo geral. O art. 30 da Lei das S.A. estipula condições de validade dos negócios com ações próprias, e não meramente um rol de exceções taxativas. / Thirty years after the enactment of Law 6.404, of December 15, 1976 and CVM Instruction 10, of February 14, 1980, once again have the transactions of the company in its own shares gained the attention of the Brazilian regulatory authority, especially in consideration of the benefits and perils arising from them. This is evidenced by the publication, in October 2013, by the Comissão de Valores Mobiliários of Public Hearing SDM 11/13, the purpose of which is to replace the old rule applicable to public companies by a new one, containing a more modern approach on the subject and a more reality-driven concept. The studies about the transactions a company is allowed to perform in its own shares have had a great academic and empiric development during the XX and XXI centuries, the result of which has been the gradual acceptance of an ever-increasing list of possible exceptions to the inititally absolute prohibition originally stated by the german Aktienrechtsnovelle of 1870. The study of financial economics and the improvement of the legal protective measures designed over the last century have forced (and continue to force) a broad redefinition of these transactions legal boundaries. In respect to these transactions, the interests of creditors, shareholders and the capital market itself (including the investors which act in it) arise in the center of the legal protective framework they have been denominated as the reference groups of Corporate Law. Safeguarding their interests is the main purpose of the rules revolving around them: the use of profits and profit reserves safeguards creditors, adherence to the principle of equitable treatment adresses shareholder interests and the rules preventing manipulative acts and insider trading practices sponsor the interests of the capital market and its investors. Therefore, it is mandatory that any interpretation on the legality or ilegality of any given transaction by the company in its own shares be preceded by the examination of these concrete interests; this legal analysis cannot be limited to the verification of an express exception to the general rule. Article 30 of Law 6.404/76 must therefore be read as containing a general validity framework, and not merely an exaustive list of exceptions.